Publication Date: July 14, 2017
Series: Language and Literacy Series
Bringing together renowned scholars in literacy education, this volume offers the first comprehensive account of the evolution and future of multiliteracies pedagogy. This groundbreaking collection examines the rich contributions of the New London Group (NLG)—an international gathering of noted scholars who met in 1996 and influenced the direction of literacy scholarship for decades to come. With a focus on design and multimodality as key concerns in literacy pedagogy, these ideas have become even more salient as literacy has become intertwined with digital technologies. The essays in this book not only provide an overview of the fundamental ideas of NLG and their importance across literacy, communications, and media studies, but also explore how these concepts have been adapted by today’s educators to better prepare students for a rapidly changing, globalized world.
Frank Serafini is a professor of literacy education and children's literature at Arizona State University. Visit his website at www.frankserafini.com. Elisabeth Gee is a professor and the Delbert & Jewell Lewis Chair in Reading and Literacy at Arizona State University.
"There is a plethora of critical, provocative, and forward-thinking ideas in Remixing Multileracies."
— Teachers College Record
“Remixing Multiliteracies offers a significant re-voicing and advancing of the social, political, and pedagogic significance of the multiliteracies agenda by some of the original New London Group members—aligned scholars of international repute and emerging academics. This book warrants deep engagement by teachers, teacher educators, researchers, and all who are concerned with schooling and social justice in the ever-changing world of the 21st century.”
—Len Unsworth, research director of Educational Semiotics in English and Literacy Pedagogy at Learning Sciences Institute Australia
"This collection showcases authors at the leading edge of multiliteracies research and scholarship. It provides a fascinating and accessible state-of-the art assessment of a major approach to understanding literacy practices in the digital era.”
— Michele Knobel, Montclair State University